Prerequisites 1. Admission to Post-Baccalaureate Certificate Program in School Librarianship 2. Available to those already certified as elementary, middle, or high school teachers 3. Consent of Instructor
Catalog Description C&I 445 INFORMATION LITERACY INSTRUCTION FOR SCHOOL LIBRARIES - Integration of school libraries into the curriculum with librarians as teachers, advocates and collaborators in implementing information literacy instruction.
Course Overview This course will address the instructional role of school libraries within the curriculum, emphasizing especially the teaching of information literacy in partnership with classroom teachers. Specific topics will include defining information literacy, designing instruction, collaborating with faculty to create meaningful activities, assessing student learning, and sequencing information literacy instruction throughout the curriculum.
Course Design The course is designed to prepare librarian candidates as teachers of information literacy, commonly defined as the ability to recognize an information need, and to find, evaluate and use the needed information. Information literacy addresses issues related to mundane and academic research processes, which are necessary for success and citizenship in an era of information. C&I 445 develops key concepts and practices essential for teaching, and collaboration in a school library. Woven throughout the course are themes related to the alignment of instructional process; context and integration; the programmatic development of information literacy; communication and mutuality; and learning styles.
Important Guidelines
I hope to provide experiences that will help all of us to develop a better understanding of information literacy and how to foster it in the students we serve. Your contributions and perspective will enrich the group. Any of what is assigned should be useful to you. If you feel an alteration of an assignment better meets your needs please suggest it.
Because of class discussions, presentations, and instructor lectures, it is of the utmost importance that students attend class. A student who does not attend class will not pass the course. You may miss one class without penalty if you listen to the recorded sessions and write a 2-page paper describing the content of the missed class. Each additional absence will result in the lowering of your final grade. Excessive tardiness will result in the lowering of your grade based on the amount of time missed.
Assignments must be handed in on time or they will not be accepted. Please consider possible problems with technology while preparing for class.
The contents of the class schedule and syllabus may change. If this occurs, you will receive an updated version through Reggienet or an e-mail message.
Additional readings may be assigned throughout the course.
Learning Outcomes The course is designed in order that librarian candidates achieve learning outcomes based on the knowledge and performance indicators for Library Information Specialists as contained within the Illinois Content Area Standards for Educators (Illinois State Board of Education, 2002). As such, after completing this course, candidates will be able to:
Explain that information literacy is the ability to find information effectively and efficiently, to evaluate it and use it accurately and creatively. (Standard 3A)
Teach students how to find, evaluate and use information effectively and creatively through various formats. (Standards 3D, 3E, 3F, 3H, 3L)
Co-teach and mentor students on projects and assignments (Standards 5G, 5H)
Teach and encourage students to respect the principles of intellectual freedom, to respect copyrights and intellectual property rights, and to value the responsible use of technology. (Standards 3C, 3K)
Work with teachers in designing, implementing and assessing activities and curricula that connect subjects with information sources and research based on information literacy standards (Standards 5B, 5E, 5I, 7A, 7B, 7C, 7D, 10D).
Use interpersonal knowledge and skills to establish various types of collaborative relationships with teachers, technology specialists, and administrators (Standards 8F, 10A, 10B, 10C, 10D)
Understand school and district decision-making processes, and participate in curricular discussions to integrate information literacy into the curriculum (Standards 5D, 8I, 8L)
Collaborate with teachers, technology specialists and administrators in integrating information literacy into the curriculum (Standards 5E, 7B, 7C)
Involves parents in library information center activities in order to enhance student independent learning (Standard 8K)
Recognize different learning styles and provide encouragement and assistance in the pursuit of independent learning (Standards 3B, 3I, 3G)
Required Reading Text Informationliteracy [electronic resource] : what does it look like in the school library media center / Ann Marlow Riedling
Required Reading Articles(Links to articles are in the Course Schedule. Other articles may be added. If you find a broken link please inform the instructor. Remember that searching for the title on the Milner site or through a search engine should provide the article as well.)
Independent Investigation Model by Active Learning Systems
Teaching and Reaching the Millennial Generation through Media Literacy. By: Considine, David; Horton, Julie; Moorman, Gary. Journal of Adolescent & Adult Literacy, v52 n6 p471-481 Mar 2009.
Teaching Ethical Behavior in the Global World of Information and the New AASL Standards. By: Dow, Mirah. School Library Media Activities Monthly, v25 n4 p49-52 Dec 2008.
The Generation Z Connection: Teaching Information Literacy to the Newest Net Generation. By: Caroline Geck. Teacher Librarian February 2006, v33 n3 p19-23
Big6 Skills Overview by Mike Eisenberg Big6 website November 19, 2001.
Information, Communications, and Technology (ICT) Skills CurriculumBased on the Big6 Skills Approach to Information Problem-SolvingBy Mike Eisenberg, Doug Johnson and Bob Berkowitz Big6 Website January 2010
Hand in Hand: Media Literacy and Internet Safety By: Frank Gallagher Library Media Connection Vol 29 Issue 4 p 16
The Future of Libraries. By: Hardy, Lawrence. American School Board Journal, Jan2010, Vol. 197 Issue 1, p22-26, 5p
The Teacher's Take on the School Library Program. By: Harvey II, Carl A.. School Library Monthly, Dec2009, Vol. 26 Issue 4, p45-47, 3p
Information Literacy Assessment: Moving Beyond Computer Literacy By: Higntte, Michael; Margavio, Thomas M.; Margavio, Geanie W.. College Student Journal, Sep2009, Vol. 43 Issue 3, p812-821, 10p
A Curriculum Built Not To Last. By Doug Johnson School Library Journal April 1, 1999, Vol.45 issue 3 p26-29 Let's Talk 2.0. By: Knobel, Michele; Wilber, Dana. Educational Leadership, Mar2009, Vol. 66 Issue 6, p20-24, 5p
Information Search Process Model by Carol Kuhlthau Rutgers University Website.
Teaching Information Ethics to High School Students. By: Lehman, Kathy. Library Media Connection, v27 n6 p28-30 May-Jun 2009
Confronting Cyberbullying by Peter Levy T.H.E. Journal, Vol. 38 n5 p25-27
Connecting the Dots. By McKenzie, Jamie Knowledge Quest, Sep/Oct2009, Vol. 38 Issue 1, p32-39, 8p
Educating Digital Natives. By: Palfrey, John; Eisele-Dyrli, Kurt. District Administration, Nov2009, Vol. 45 Issue 10/11, p25-26, 2p
Using TRAILS for DATA-Driven Decision-making, By: Cherie Pandora. Ohio Media Spectrum: Spring 2010, Vol. 62 Issue 1, p32-34
Meet Generation Z by Sherry Posnick-Goodwin California Teachers Association Website Volume 14 Issue 5 February 2010.
Collaboration in the School Social Network By: Schultz-Jones, Barbara. Knowledge Quest, Mar/Apr2009, Vol. 37 Issue 4, p20-25, 6p
School Library Media Specialists Inform Technology Preparation of Library Science Students: An Evidence-Based Discussion. By: Snyder, Donna L.; Miller, Andrea L.. Library Media Connection, v27 n6 p22-25 May-Jun 2009.
“Advocacy Guru” Offers Ten Tips for Communicating with Legislators By: Stephanie Vance. Pennsylvania Library Association Bulletin, January 2007, Vol. 62 Issue 1 p22-22
Revisioning Information Literacy for Lifelong Meaning. By: Ward, Dane. Journal of Academic Librarianship, v32 n4 p396-402 Jul 2006.
Other articles as assigned
Supplemental Texts
Linking for Learning 3rd Edition Illinois School Library Media Association
The Definitive Big 6 Workshop Handbook (Big6 Skills) 3rd Edition By Michael B. Eisenberg, Robert E. Berkowitz
Independent Investigation Method: 7 Easy Steps to Successful Research by Cindy Nottage & Virginia Morse
The Influence Game by Stephanie Vance
Articles as assigned
Grading Scale A = 90% - 100% B = 80% - 89% C = 70% - 79% D = 60% - 69% F = <60%
Performance evaluation methods
Literature Review
10%
Information Literacy Lesson
25%
Exploration in Collaboration
10%
Information Literacy Program Plan
25%
Mini-Assignments
20%
Class Participation
10%
Total Possible Points
100 %
Required Assignments
Literature Review (10%) Due February 5th Write a 3-5-page review of at least three articles on an information literacy topic. You may choose from any topic relating to information literacy including, but not limited to, Millennial/Generation X, Y, Z, the digital divide, information literacy standards, collaboration/co-teaching, curricular integration of school libraries, mentoring, parent involvement in school library activities, curricular planning, learning styles, research models, assessment, and decision-making and copyright/intellectual freedom.
Components
Points
Article Selection
Three articles from a library or education journal were selected that relate to information literacy. The article does not have to be peer-reviewed or research based, but should have some merit in the field of library science. The articles show similar or differing points of view, yet all provide additional insight on the topic selected. All articles read are cited in the paper.
20
Introducing the Idea
The topic is introduced, and groundwork is laid as to the direction of the report.
20
Summary
It is clearly demonstrated that you read and understood the articles. The summary would allow the reader to understand the main points of the articles without having read them.
20
Coverage
The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made.
20
Conclusion
The author was able to make succinct and precise conclusions based on the review. Insights into the problem are appropriate. Conclusions and the hypothesis or research question are strongly supported in the report. What did you think about this article or the ideas behind the article? How well did the author approach or convey their ideas? How can librarians or students benefit from the ideas in this article? What activities or strategies might a media specialist use that would help students understand the concepts or ideas presented.
20
Information Problem-Solving Lesson(25%) Due March 5th Develop or adapt a lesson or unit incorporating an information processing step or steps. Use models such as the Big6™/Super3™, I-Search, Independent Investigation Model or others. Prepare an assignment that would be distributed to students and that relates to your lesson. Create a PowerPoint presentation to demonstrate your lesson to your classmates. Besides the PowerPoint you will hand in a copy of your lesson and any handouts, Power Point slides etc. Be sure to include all the components below in your lesson plan. If using the Super3™ model combine the components that fall under the categories of plan, do, and review. Check the Big6™ web site for more detailed questions to ask.
Components
Points
Introduction
Explain the background of this assignment. Is it one you have used before? One you would like to implement?
10
Creativity
Unique and creative ideas are presented. An enjoyable and meaningful lesson is created.
10
Objectives
Objectives cover content, information skills, and technology.
15
Standards
Standards that apply to this lesson are provided. This could include Common Core Standards, 21st Century Learner, and I-SAIL.
5
Information Problem
A valuable information problem is addressed that relates to curriculum.
10
Evaluation
An explanation of how you will assess student proficiency of objectives is given. How will students judge their effectiveness and efficiency?
15
Handouts, worksheets, or activities
Student assignments are provided. All handouts, worksheets, or explanations of physical activities students will engage in are provided.
25
Presentation
Effective communication was used to convey the ideas of this assignment. Interesting to class.
10
Explorations in Collaboration(10%) Due April 9th You may select from one of the following options. Write a 2-3 page paper describing your observations relating to collaboration.
If you are a school media specialist, approach a teacher with a possible project for collaboration. If you are a teacher, approach a media specialist with a possible project for collaboration.
Observe a media specialist presenting a lesson.
Interview a school librarian about his/her collaboration experience.
Components
Points
Observation, Discussion, or Interview
Detailed description of the observation, discussion, or interview.
25
Evaluation
What is your evaluation of the collaboration that occurred? How effective was the collaboration
25
Collaboration
A meaningful lesson was observed, created, or discussed in an interview.
25
Suggestions for Improvement
What could this media specialist or you have done to improve the collaboration?
25
Information Literacy Program Plan (25%) Due April 30th.
Write a detailed action plan proposal to promote Information Literacy to the larger community. Include need, definition, overview of standards, and suggestions for implementation. You might consider one of the following options.
Develop a presentation to give to the members of your staff.
A series of articles to be included in a newsletter for parents.
A presentation to the local school board, or a local civic organization.
Upon completion of your action plan consider steps to implementation. What may need to be done prior to your plan? What potential roadblocks may exist? Who are some of the key players?
Besides the presentation slides or newsletter articles, create a short PowerPoint presentation describing your action plan to your classmates.
Components
Points
Plan
Includes need, definition, standards, implementation
25
Audience
Audience is clear. Careful consideration is given to how best to engage audience in understanding, appreciating and embracing information literacy
25
Creativity
What will you do to make presentation meaningful and memorable?
25
Evaluation
Thoughtful consideration is given to how plan will be carried out.
25
Mini Assignments (20%) You will receive credit for participating in the following activities.
Introduction – For the second class, prepare 1-3 slides with at least one picture. Describe yourself, your family, career plans, interests, or anything else. E-mail your slides to the instructor before class. You will briefly present information about you.
You will work with a partner or in a group of three in class. One of you will act as the teacher. One or two of you will act as the librarian or librarians. You will be given a basic topic such as rainforests. The “teacher” will approach the “media specialist(s)” with the assignment and together all parties will develop a lesson including essential questions/outcomes etc., role of each team member, the assignment, the assessment etc. You will have 30 minutes to brainstorm ideas and then you will role-play the process for the class.
For February 19, be prepared with an information literacy lesson to briefly share. It can be one you created yourself, one you found online, or one a colleague developed.
Take one of the TRAILS assessments for February 26th.
Complete a learning styles test and a Myers-Briggs for March 12. You will be given links to access online versions.
Write and ask at least one question for each of our guest speakers. You may not have an opportunity to ask your questions each time, but should submit one to the instructor. Please submit an email with your question the Sunday before the guest speaker is scheduled to appear.
Share a Web 2.0 application that relates to information access, organization, or presentation. This will be due March 5th.
Course Schedule - Tentative
Date
Topic/Class Activities
Required Reading Due
Assignments Due
Jan 15
Elluminate Instruction Accessing Articles using Milner Databases Syllabus Introductions Defining Information Literacy
Information Literacy Lessons Share and view examples.
InformationLiteracy: What Does it Look Like in the School Library Media Center / Ann Marlow Riedling
Chapter 3 In The Classroom A Curriculum Built Not To Last by Johnson
Bring an example of an Information Literacy lesson to share
InformationLiteracy: What Does it Look Like in the School Library Media Center / Ann Marlow Riedling
Chapter 2 In The School Collaboration in the School Social Networkby Schultz-Jones
Information Literacy Lesson Due
Learning Style Test
Myers Briggs Personality Type Test
Mar 12
Technology in Information Literacy
Guest Speaker Jim Peterson
Illinois State University
C&I 445- Syllabus Spring 2013
School: bohnec@district87.org
W: 309 663-2351
College of Education
Prerequisites
1. Admission to Post-Baccalaureate Certificate Program in School Librarianship
2. Available to those already certified as elementary, middle, or high school teachers
3. Consent of Instructor
Catalog Description
C&I 445 INFORMATION LITERACY INSTRUCTION FOR SCHOOL LIBRARIES - Integration of school
libraries into the curriculum with librarians as teachers, advocates and collaborators in implementing
information literacy instruction.
Course Overview
This course will address the instructional role of school libraries within the curriculum, emphasizing especially the teaching of information literacy in partnership with classroom teachers. Specific topics will include defining information literacy, designing instruction, collaborating with faculty to create meaningful activities, assessing student learning, and sequencing information literacy instruction throughout the curriculum.
Course Design
The course is designed to prepare librarian candidates as teachers of information literacy, commonly defined as the ability to recognize an information need, and to find, evaluate and use the needed information. Information literacy addresses issues related to mundane and academic research processes, which are necessary for success and citizenship in an era of information. C&I 445 develops key concepts and practices essential for teaching, and collaboration in a school library. Woven throughout the course are themes related to the alignment of instructional process; context and integration; the programmatic development of information literacy; communication and mutuality; and learning styles.
Important Guidelines
- I hope to provide experiences that will help all of us to develop a better understanding of information literacy and how to foster it in the students we serve. Your contributions and perspective will enrich the group. Any of what is assigned should be useful to you. If you feel an alteration of an assignment better meets your needs please suggest it.
- Because of class discussions, presentations, and instructor lectures, it is of the utmost importance that students attend class. A student who does not attend class will not pass the course. You may miss one class without penalty if you listen to the recorded sessions and write a 2-page paper describing the content of the missed class. Each additional absence will result in the lowering of your final grade. Excessive tardiness will result in the lowering of your grade based on the amount of time missed.
- Assignments must be handed in on time or they will not be accepted. Please consider possible problems with technology while preparing for class.
- The contents of the class schedule and syllabus may change. If this occurs, you will receive an updated version through Reggienet or an e-mail message.
- Additional readings may be assigned throughout the course.
Learning OutcomesThe course is designed in order that librarian candidates achieve learning outcomes based on the knowledge and performance indicators for Library Information Specialists as contained within the Illinois Content Area Standards for Educators (Illinois State Board of Education, 2002). As such, after completing this course, candidates will be able to:
Required Reading Text
Informationliteracy [electronic resource] : what does it look like in the school library media center / Ann Marlow Riedling
Required Reading Articles(Links to articles are in the Course Schedule. Other articles may be added. If you find a broken link please inform the instructor. Remember that searching for the title on the Milner site or through a search engine should provide the article as well.)
Independent Investigation Model by Active Learning Systems
Teaching and Reaching the Millennial Generation through Media Literacy. By: Considine, David; Horton, Julie; Moorman, Gary. Journal of Adolescent & Adult Literacy, v52 n6 p471-481 Mar 2009.
Teaching Ethical Behavior in the Global World of Information and the New AASL Standards. By: Dow, Mirah. School Library Media Activities Monthly, v25 n4 p49-52 Dec 2008.
The Generation Z Connection: Teaching Information Literacy to the Newest Net Generation. By: Caroline Geck. Teacher Librarian February 2006, v33 n3 p19-23
Big6 Skills Overview by Mike Eisenberg Big6 website November 19, 2001.
Information, Communications, and Technology (ICT) Skills CurriculumBased on the Big6 Skills Approach to Information Problem-SolvingBy Mike Eisenberg, Doug Johnson and Bob Berkowitz Big6 Website January 2010
Hand in Hand: Media Literacy and Internet Safety By: Frank Gallagher Library Media Connection Vol 29 Issue 4 p 16
The Future of Libraries. By: Hardy, Lawrence. American School Board Journal, Jan2010, Vol. 197 Issue 1, p22-26, 5p
The Teacher's Take on the School Library Program. By: Harvey II, Carl A.. School Library Monthly, Dec2009, Vol. 26 Issue 4, p45-47, 3p
Information Literacy Assessment: Moving Beyond Computer Literacy By: Higntte, Michael; Margavio, Thomas M.; Margavio, Geanie W.. College Student Journal, Sep2009, Vol. 43 Issue 3, p812-821, 10p
A Curriculum Built Not To Last. By Doug Johnson School Library Journal April 1, 1999, Vol.45 issue 3 p26-29
Let's Talk 2.0. By: Knobel, Michele; Wilber, Dana. Educational Leadership, Mar2009, Vol. 66 Issue 6, p20-24, 5p
Information Search Process Model by Carol Kuhlthau Rutgers University Website.
Teaching Information Ethics to High School Students. By: Lehman, Kathy. Library Media Connection, v27 n6 p28-30 May-Jun 2009
Confronting Cyberbullying by Peter Levy T.H.E. Journal, Vol. 38 n5 p25-27
Connecting the Dots. By McKenzie, Jamie Knowledge Quest, Sep/Oct2009, Vol. 38 Issue 1, p32-39, 8p
Educating Digital Natives. By: Palfrey, John; Eisele-Dyrli, Kurt. District Administration, Nov2009, Vol. 45 Issue 10/11, p25-26, 2p
Using TRAILS for DATA-Driven Decision-making, By: Cherie Pandora. Ohio Media Spectrum: Spring 2010, Vol. 62 Issue 1, p32-34
Meet Generation Z by Sherry Posnick-Goodwin California Teachers Association Website Volume 14 Issue 5 February 2010.
Collaboration in the School Social Network By: Schultz-Jones, Barbara. Knowledge Quest, Mar/Apr2009, Vol. 37 Issue 4, p20-25, 6p
School Library Media Specialists Inform Technology Preparation of Library Science Students: An Evidence-Based Discussion. By: Snyder, Donna L.; Miller, Andrea L.. Library Media Connection, v27 n6 p22-25 May-Jun 2009.
“Advocacy Guru” Offers Ten Tips for Communicating with Legislators By: Stephanie Vance. Pennsylvania Library Association Bulletin, January 2007, Vol. 62 Issue 1 p22-22
Revisioning Information Literacy for Lifelong Meaning. By: Ward, Dane. Journal of Academic Librarianship, v32 n4 p396-402 Jul 2006.
Other articles as assigned
Supplemental Texts
Linking for Learning 3rd Edition Illinois School Library Media Association
The Definitive Big 6 Workshop Handbook (Big6 Skills) 3rd Edition By Michael B. Eisenberg, Robert E. Berkowitz
Independent Investigation Method: 7 Easy Steps to Successful Research by Cindy Nottage & Virginia Morse
The Influence Game by Stephanie Vance
Articles as assigned
Grading Scale
A = 90% - 100% B = 80% - 89% C = 70% - 79% D = 60% - 69% F = <60%
Performance evaluation methods
Required Assignments
Literature Review (10%) Due February 5th
Write a 3-5-page review of at least three articles on an information literacy topic. You may choose from any topic relating to information literacy including, but not limited to, Millennial/Generation X, Y, Z, the digital divide, information literacy standards, collaboration/co-teaching, curricular integration of school libraries, mentoring, parent involvement in school library activities, curricular planning, learning styles, research models, assessment, and decision-making and copyright/intellectual freedom.
Information Problem-Solving Lesson(25%) Due March 5th
Develop or adapt a lesson or unit incorporating an information processing step or steps. Use models such as the Big6™/Super3™, I-Search, Independent Investigation Model or others. Prepare an assignment that would be distributed to students and that relates to your lesson. Create a PowerPoint presentation to demonstrate your lesson to your classmates. Besides the PowerPoint you will hand in a copy of your lesson and any handouts, Power Point slides etc. Be sure to include all the components below in your lesson plan. If using the Super3™ model combine the components that fall under the categories of plan, do, and review. Check the Big6™ web site for more detailed questions to ask.
Explorations in Collaboration(10%) Due April 9th
You may select from one of the following options. Write a 2-3 page paper describing your observations relating to collaboration.
Information Literacy Program Plan (25%) Due April 30th.
Mini Assignments (20%)
You will receive credit for participating in the following activities.
Course Schedule - Tentative
Accessing Articles using Milner Databases
Syllabus
Introductions
Defining Information Literacy
Chapter 1In General
Meet Generation Z by Posnick-Goodwin
The Generation Z Connection: Teaching Information Literacy to the Newest Generation by Geck
Teaching and Reaching the Millennial Generation through Media Literacy by Consadine, Horton & Moorman.
Introductions
Information Literacy Skills
Common Core Standards
The Big6™/Super3™
I-Search
IIM (Independent Investigation Method)
Carl Heine- Guest Speaker
Information Search Process by Kuhlthau
Independent Investigation Method by Morse, Nottage
Share and view examples.
Chapter 3 In The Classroom
A Curriculum Built Not To Last by Johnson
Information Literacy Assessment: Moving beyond Computer Literacyby Hignite, Margavio, Margavio
Chapter 2 In The School Collaboration in the School Social Networkby Schultz-Jones
Guest Speaker Jim Peterson
Submit a question for our guest speaker.
Chapter 4 In Your Mind
Dane Ward Guest Speaker
Connecting the Dots by McKenzie
Stephanie Vance Guest Speaker
Teaching Ethical Behavior in the Global World of Information and the New AASL Standards by Dow
Hand in Hand: Media Literacy and Internet Safety by Gallagher
All guest speakers are tentative.